Special Interest Groups (SIGs) provide a forum within AERA for the involvement of individuals drawn together by a common interest in a field of study, teaching, or research when the existing divisional structure may not directly facilitate such activity. The Association provides SIGs program time at the Annual Meeting, publicity, scheduling, staff support, viability, and the prestige of AERA affiliation.
We are pleased to offer five webinars intended to familiarize you with the concept of a Networked Improvement Community, and each of the four important components and elements of a successful NIC. An introductory 30-minute webinar will feature one or two experts from out team providing key background information about the focal challenges of building a NIC. A facilitated discussion forum will continue for two weeks after the video is posted to this site. At the end of the two weeks, another live webinar with the same expert will be featured. This follow-up webinar will focus on the topics that have arisen through the online forum, as well as questions that are asked live during the webinar.
Partners in School Innovation. (n.d.). Partners in School Innovation. Partners in School Innovation #ChangeAgents. Retrieved October 25, 2022, from https://www.partnersinschools.org
Peterson, D. S., & Carlile, S. P. (2022). Improvement Science as a Tool for School Enhancement: Solutions for Better Educational Outcomes. Myers Education Press.
Datnow, A., Park, V., Peurach, D. J., & Spillane, J. P. (2022). Transforming Education for Holistic Student Development: Learning from Education System (re)building Around the World. Brookings. https://www.brookings.edu/research/transforming-education-for-holistic-student-development/
Irby, D. J., Anderson, C., Payne, C. M., Ayers, W., & Quinn, T. (2022). Dignity-Affirming Education: Cultivating the Somebodiness of Students and Educators. Teachers College Press.
Merki, K. M., Grob, U., Rechsteiner, B., Rickenbacher, A., & Wullschleger, A. (2022). Preconditions of Teachers’ Collaborative Practice: New Insights Based on Time-Sampling Data. Frontline Learning Research, 10(1), Article 1. https://doi.org/10.14786/flr.v10i1.911
Maag Merki, K., Wullschleger, A., & Rechsteiner, B. (2022). Adapting Routines in Schools When Facing Challenging Situations: Extending Previous Theories on Routines by Considering Theories on Self-Regulated and Collectively Regulated Learning. Journal of Educational Change. https://doi.org/10.1007/s10833-022-09459-1
Oude Groote Beverborg, A., Feldhoff, T., Maag Merki, K., & Radisch, F. (Eds.). (2021). Concept and Design Developments in School Improvement Research: Longitudinal, Multilevel and Mixed Methods and Their Relevance for Educational Accountability. Springer International Publishing. https://doi.org/10.1007/978-3-030-69345-9
Rechsteiner, B., Compagnoni, M., Wullschleger, A., Schäfer, L. M., Rickenbacher, A., & Maag Merki, K. (2022). Teachers Involved in School Improvement: Analyzing Mediating Mechanisms of Teachers’ Boundary-Crossing Activities Between Leadership Perception and Teacher Involvement. Teaching and Teacher Education, 116, 103774. https://doi.org/10.1016/j.tate.2022.103774
Rechsteiner, B., Compagnoni, M., Maag Merki, K., & Wullschleger, A. (2022). “Title Does Not Dictate Behavior”: Associations of Formal, Structural, and Behavioral Brokerage with School Staff Members’ Professional Well-Being. Frontiers in Psychology, 13. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.885616
Sjölund, S., Lindvall, J., Larsson, M., & Ryve, A. (2022a). Using Research to Inform Practice Through Research-Practice Partnerships: A Systematic Literature Review. Review of Education, 10(1), e3337. https://doi.org/10.1002/rev3.3337
Sjölund, S., Lindvall, J., Larsson, M., & Ryve, A. (2022b). Mapping Roles in Research-Practice Partnerships – a Systematic Literature Review. Educational Review, 0(0), 1–29. https://doi.org/10.1080/00131911.2021.2023103
Wullschleger, A., Rickenbacher, A., Rechsteiner, B., Grob, U., & Maag Merki, K. (2022). School Teams’ Regulation Strategies for Dealing with School-External Expectations for School Improvement. Research in Education, 00345237221090540. https://doi.org/10.1177/00345237221090540
